Today’s interview is with a person I have never met with in real life but I feel we have known each other forever – Doug Peterson! I am thrilled to have Doug on the blog for many reasons.
Doug is an educator from Amherstburg, Ontario Canada. He is a sessional instructor at the Faculty of Education at the University of Windsor. He has taught Data Processing, Computer Science, Accounting, General Business Studies, and Mathematics at the secondary school level and was the Director of Business Education at Sandwich Secondary School in Lasalle, Ontario. He was also a Computers in Education Program Consultant with the Greater Essex County District School Board and before that, the Essex County Board of Education. In the middle of all this, he managed the Information Technology Department for the Greater Essex County District School Board. Most recently, he is teaching the Computer Studies teachable option at the University of Windsor.
His formal education includes a Bachelor of Mathematics degree from the University of Waterloo and a Bachelor of Education degree from the University of Toronto. Ontario Ministry of Education and Training qualifications are in Data Processing, Computer Science, Accounting, and Mathematics.
Doug and I have collaborated on a number of occasions, either blogging or exchanging information on social media. I have learnt so so much from him and I really love his blogging skills! Doug can come up with a new blog post practically every day, and each time it is interesting and definitely worth reading and learning from. You can read more on his blog, Off the Record.
I first heard Steve Wheeler in an online plenary for RSCON in 2011 and was very impressed. I then followed him initially on Twitter and then on other social media too. I learn so much from him and read his blog, which is one of the richest ones in education – both in quantity and absolutely quality.
I was honoured to interview him earlier tonight for my blog and I thank him very much for his time and valuable insights!
It has been quite a while I have wanted to interview DimitrisTzouris, a great educator in Thessaloniki, Greece. Dimitris does great things with technology in education. We initially connected on Twitter five years ago and then on other social media. Last March we finally met in person. And today, our first interview!
Here is our interview on a Google Hangout we did – and many thanks to you, Dimitris, for the interview, for everything you teach us every day, for being a great example of a learner (and for helping me with the Google Hangout!).
Almost five years ago, when I first started to join various social media, I did not even realise what I was doing, what was happening.
Now, I never look back on that decision! I have connected to so many amazing educators around the world, from whom I learn, with whom I collaborate and sometimes even become friends.
Today, was another one of those instances. Laila in Spain, watched my webinar for BELTA and wrote a beautiful, reflective post afterwards, which I share with you here. We are now connected on social media too – after having “cyber-bumped” into each other, as Laila put it very well!
A million thanks, Laila and I look forward to learning from you and with you!
Fabiana is a wonderful educator based in Buenos Aires, Argentina. I connected with her on social media in 2013 and am so happy to see all the great things she does, which she speaks about in this interview. She blogs at http://all4efl.blogspot.com.ar/
Vicky: Fabiana, I first connected to you online a few months ago on Facebook, and have been following you and your lovely class ever since!
Fabiana: Yes, you’re right, Vicky! I feel honored you have been following me!
Vicky:The honour is all mine, Fabiana! I learn so much from you. My first question is, how did you become an educator?
Fabiana: Well, when I was in High School I wanted to be a History teacher and a lawyer. Later, I realized I had to study something connected with the foreign language I was studying so, I thought of the possibility of becoming an EFL teacher.
Vicky: Wow, a lawyer – me too! Thankfully, for the world of ELT, you became a teacher : ) Can you tell us a few things about your students? What ages they are, what sort of projects you engage in with them?
Fabiana: I have always taught teenagers. I used to teach children and adults too, but my schedule is tight for I am a full-time mom. Right now, I am only teaching 13-14 and 17-18. Projects? Well, I had done crazy, but creative things in the past, that is to say late 80s when I started teaching, such as make my students read and record a whole play called “Murder At Walton, Hall” on video (VHS) where they performed like real actors and actresses! They had to study the script, adapt it or abridge it and simply… act! It certainly was a lot of fun for them, for the class and very rewarding and satisfying for all of us! Those that would not want to make a video, they made a picture story book with real photographs: they would dress up, take pictures and publish the “book” with narration and dialogs as in comic magazines. Some other projects were a little more complex and tough:my advanced students made documentary videos on the life of relevant people in the world: Mandela, Martin Luther King, Mother Theresa or Ghandi. They studied the biographies by heart, sat in front of a camera and started talking.
Nowadays, everything is more digital: with my advanced Senior group I started commenting the news by reading Twitter, BBC World, CNN, NY Times, The Salisbury Post, Charlotte Observer and Buenos Aires Herald. There is something I truly value and it is the student’s self motivation and I try to promote and never let it die. The students you see in the photo below, traveled to Washington, DC and New York to attend the Global Young Leaders’ Youth Conference. They interacted with youngsters from all around the Globe and when they came back home they shared their amazing experiences with all of us. One afternoon, one of the boys got a voice message from a friend from Saudi Arabia telling all his international friends about the conflict in Syria. It was wonderful to listen to the girl and after that, discuss the topic all together.
Last year, we worked on two projects: Alcohol Awareness-Underage Drinking and Cyberbullying-Bullying-Digital Citizenship which was a real success, as my students participated actively in video, audio and images: in class and at home. A lot of reflection and comments in a foreign language was not an easy task, but they were fantastic.
My pre-Intermediate group participated in a project called “We Are On The Air”, which is an idea of a fabulous, Facebook friend and colleague an EFL teacher from Greece called Theodora Papapanagiotou. The students made videos about the area where they live and what they do. The idea is to show a bit of our city, Buenos Aires as well as some others around the world which she will include in her lecture at TESOL Greece this current year.
I believe English Language Learners need to speak the language at all times that is why I devote some part of my class to talk about updated news, like reading the newspaper in English, commenting on anything they read which they find interesting and doing vocabulary research. Last year, I also started a sort of flipping class using Edmodo, where I post varied types of tasks for them to do at home to be commented in class: Monday Morning News Update was We usually talk about the news the first minutes of the class: I feel my students need to be exposed to real content and have as much speaking practice as possible. Reading and listening make you a better writer and speaker.
It is some extra work for me and for the students, but in the long run we both benefit from it, especially THEM who are the ones that matter.
Vicky: I absolutely love what you are doing and have done with the kids, fabiana – it is all about discussing values and life as well, not only teaching the language and you do that very well. You also use culture a lot in your classes. Can you tell us how you do that?
Fabiana: Buenos Aires is a melting pot, so maybe because of that, I have always been multicultural, and have never feared to learn from some other cultures. I taught in the United States for six years as an international and cultural exchange teacher so I would say, that was the key point in my career as a teacher. It opened my mind more than it had been before, and made me see things from different points of view. I interacted with people from all the continents and cultures which certainly gave me a lot of experience. I participated in fairs where we showed typical objects, traditions, music, videos, pictures, magazines from Argentina. We even took virtual trips to my country Since I came back to Argentina, I have worked at the same small private school, Colegio Canadá or Canada School, where its owners and administrators have always had a plan in mind: to be part of international projects: sports tours and exchange trips to English speaking countries, teach English as a foreign language intensively, make students sit for International Examinations, sing the Canadian Anthem or become acquainted with the History and Geography of English Speaking Countries. We do a lot of cross-cultural activities, I mean, if the Social Studies teacher is teaching The Tudors, we read about them in English, make posters to decorate the classroom, crossword puzzles, trivia and other activities online.
It is a tradition to celebrate Canada Day all around the school, this past year my students made posters, flags and sang the Anthem on video. Later, I decided to publish everything on a Padlet wall: http://padlet.com/wall/qlsb3wfv9t
Vicky: You engage a lot in social media. How did you become involved in them, and how do you think they help educators?
Fabiana: Honestly, I was really reluctant to expose myself online. About two years ago one of my best friends and colleagues and my friends in the USA convinced me to open an account on Facebook for me to be connected with other educators and keep in touch with them, respectively. Then, I became a sort of addict, browsed every education group and started to relate with the greatest teachers, educators, teacher trainers, and authors around the world. I began to build my PLN which has grown quite a lot and helped me to be a real connected teacher. Some time later, I even opened an account on Twitter. Sometimes I stay up really late as there is too much information to absorb in a such a short day of only twenty four hours!. Besides, being online gave me the opportunity to work hard on my CPD because I began to study a Specialization on ICT and Education and attend many free webinars provided by the British Council, Oxford, Cambridge, Macmillan, WizIQ, American TESOL, EVO Sessions, BESIG, IATEFL and some others such as the amazing Tics en El Aula. I even presented at two International Conferences: The Reform Symposium and at the Global Education Conference. It is a wonderful way to blend being a passionate mother and teacher!
Vicky: You are so active and amazing how you combine everything! You also blog. Can you let us know what inspires you and what you write about?
Fabiana: Well, I started blogging a little because in all my twenty something years of teaching experience, I have never documented anything I did! Nobody told me…!
Last year, Shelly Sanchez Terrell invited me to join the 30 Goals Challenge Group on Facebook, and that was when I sort of pushed myself to write about my life as an educator. I know I am not perfect at what I do, but I try! I still have a long way to go, but still very happy I have already achieved some goals in my career. It takes time to think clearly what to write and how to write it: I am not a good writer, I´m just spontaneous and informal. Anyway, all I express is from the heart.
Vicky: How would you like to close our interview?
Fabiana: I am extremely thankful and proud to connect with you and learn from and with you. As I said before, I still have to polish some aspects of my English, my teaching and blogging among other things because English is not my first language, but I am really willing to learn and progress on a daily basis and I would like to inspire colleagues and students to feel the way I feel as a lifetime learner.
Vicky: Fabiana, this has been such a great interview!!! Thank you and the kids ever so much for sharing and letting us into your classroom!
I am thrilled to have an educator I admire very much on my blog, not only for his teaching and his sharing, but also for his studies and blogging as well! I would like to introduce you to Osman Solmaz – originally from Diyarbakır, Turkey – now in Tucson, Arizona for his PhD studies.
Vicky: Thanks so much for accepting my invitation for this interview, Osman!
Osman: Thank you for the offer! It is my pleasure to be part of this!
Vicky: Thank you so much – I admire you so much as an educator! My first question is that exactly, how did you decide to enter the world of education – has it always been a dream of yours?
Osman: I had (still have) an amazing teacher of English that helped me a lot to become who I am right now. I think the influence of the teachers like him affected my decision; because I have personally witnessed how a teacher can have a deep impact in the lives of his/her students. Besides, I have always had an interest in learning languages and foreign cultures. Even though I started learning English at high school, I loved the whole process of developing a competence to express myself in another language. I hope to help my students to enjoy this process and much more as much as I did.
Vicky: You are also contiuing your studies – you are doing a PhD in Second Language Acquisition & Teachingat the University of Arizona. How did you choose this specific program? How are you enjoying it so far?
Osman: Second Language Acquisition and Teaching (SLAT) is an interdisciplinary doctoral program in which 17 different departments participate. So, when you are enrolled in a program like this, you have a chance to collaborate with almost 80 professors. Even though this rich variety of options can be challenging for students, the steps to take in your PhD quest in the program are clearly stated. Needless to say, it is one of the best programs in the country partly thanks to its unique nature. Therefore, SLAT was in my radar from the first day I came across the program on the web. It is my second year at the moment here and I have truly enjoyed the people, the program, classes, professors, and beautiful Southern Arizona so far. People in my program are really friendly and they make us feel like a family. For example, we have had a Halloween party few weeks ago and it was mostly for international students to experience the Halloween culture. We have a Thanksgiving dinner on the corner!
Vicky: Before Arizona, you were in your beautiful country, Turkey. Can you tell us what you were involved in while you were there?
Osman: I studied at the department of English Language Teaching at Dicle University in Diyarbakır (hometown), a historical and vibrant city in southeastern Turkey. After teaching English to adults in a private course and then high school students at a private school, I have lectured at the university for a couple of years before Arizona. While teaching at the department of foreign languages, I received my M.A. degree in Applied Linguistics / ELT from Dicle University. I hope to be back once I am done, but it is early to speak yet.
Vicky: You engage a lot in social media. How did you become involved in them, and how do you think they help educators?
Osman: When I posted my very first tweet, I had no idea how powerful this tool would eventually be. I must admit that I was very lucky to come across #eltchat which helped me grow up as a language teacher and introduced me to a great group of colleagues with similar interests. I think of the social media as a giant and efficient teachers’ room where educators are constantly in touch. Social media helps educators become better teachers since the engagement and activity on the ‘virtual teacher room’ help us be exposed to education-related news and materials all the time. I think this makes us become critically aware of the process of learning and teaching. In the meantime, social networking allows users to form friendship and give us some friends to chat and hug when we attend a conference, instead of just presenting and coming back home. The process of getting involved with potential conference participants starts long before than it used to be and I think it is great! Last but not least, I believe we all should try to understand the core promise of how a technological tool can assist us with our teaching. It is Facebook, Twitter, or Pinterest today, but there may (and will) be different technologies in the future and we should prepare ourselves for them. Therefore, I am interested in researching the connection between technological tools and how we educators can make the most of it.
Vicky: You also have a beautiful blog, idiolectica. I love how you incorporate various topics – apart from teaching, you have literature and recently you added a new category, Joys of Life. Can you let us know what inspired you for the name of the blog and what inspires you to write?
Osman: Thank you! I made up the word idiolectica! I haven’t personally seen that word anywhere. Idiolect is the unique linguistic system of an individual and –ica is “a collection of things that relate to a specific place, person etc.” (-ika in Ancient Greek). This makes me come up with the word idiolectica referring to the collection of things related to my own linguistic system. I chose this because I am thinking aloud in my blog and I like writing about the things I read and come across. In addition to that, my individual perspective is clearly reflected on all the blog posts (except guest posts). I think living in a foreign country, being enrolled in a graduate program far from home, having various interests, and surely reflecting on educational / linguistic / sociolinguistic issues are among the factors that make me write. It is definitely not a typical educator blog but I hope people like it and encourage me to continue writing. About Joys of Life, there are many small things in this life that can make us happy and happiness is most valuable when shared. That is why I started that category and I want to continue sharing the joys of life!
Vicky: That is so important and thank you for reminding us and helping us focus on all the great things in life! What would you like to tell all the educators who are reading your interview right now?
Osman: As teachers, we should have the desire, passion, and the knowledge to help our students become better learners. In order to achieve this, we must be great learners ourselves. Remembering our teachers being proud of us for being who we have become and students appreciating our efforts help a lot along the way.
Vicky: That is an amazing statement to close our talk. Thank you so much for this interview and I hope we meet up in person soon!
Osman: I thank you for helping educators meet educators through those great interviews and I am sure we will meet in one of the language-related events very soon!
I have mentioned in previous posts that my sister Eugenia and I have made our dream come true and opened a brand new school in Switzerland, The Loras Network! It is like a continuation of The Loras Academy that we had in Greece, but apart from language lessons, we have added even more children’s events and teacher training. Especially with the children’s events that we used to do in Greece as well, this is something that we really enjoy doing and this is the idea we are revisiting for this fourth goal in the 30 Goals Series!
During these events, we do educational games with the kids on worksheets, like mazes, wordeasearches related to the topic, puzzles, we play games on the theme, match words to pictures, read books…and language relevant to the topic (and not only) is produced! Even when they are doing crafts, or colouring, they are still producing language – and they are learning the language of following instructions: we will cut this with our scissors, stick it on the paper…and the kids enjoy themselves and learn at the same time!
I am delighted to present an educator from Indonesia in an interview she has given me: Ika Wibowo from Indonesia! I connected to Ika on Facebook from my first days there, about a year ago and I admire her for her passion to teach, connect and share! Over to Ika.
Vicky: Ika, thank you so much for accepting my invitation for an interview on my blog!
Ika: It is a great honor to be invited for an interview on your blog, Vicky.
Vicky: For those of our readers who meet you for the first time, can you introduce yourself?
Ika: My name is Ika Sari Lestiyani Wibowo. But, please call me Ika. I am an English Language Teacher at one of the English Schools and also at my own English School in Depok, Indonesia.
Vicky: That is great, Ika – you teach and run your own school! How did you make the decision to become an educator?
Ika: I think it will be very long story if I tell you all about myself. So I will you my short one. I’m being honest that after I graduated from University I did not want to be a teacher or an educator, as most of my family members are teachers. I tried to work at the office as a Public Relation Staff. But, after a few months I felt my heart was not there. Then, I decided to apply a job as a teacher at an English School, New Concept English Education Centre. In NC I feel like I am home. I enjoy every moment with my students. Until now, I’ve been teaching here at NC for about 8 years. “Don’t only teach your students but also educate them”; that is what my father always reminds me of. Here I am. I am proud of being a teacher and an educator.
Vicky: And we are all happy you became an educator! What do you like the most about your work? What are the challenges you sometimes face?
Ika: Being a teacher make me always feel young, as I have to always light my effort to share new knowledge and experience to my students. By sharing I will always be cleverer. Those are two things I like about my work. Indonesia is not an English-speaking Country, that’s why there are still many people who think that English is not important. So, most of students feel that they shouldn’t learn English seriously. This is a big challenge for me as an ELT. I have to always support my students to be willing to learn English then they will love it. Never give up.
Vicky: Let’s move on to social media. You use Facebook and other platforms to connect with teachers all around the world, and you are very active as well, sharing a lot of information and links. How did you become involved in this way of connecting in the first place?
Ika: The first time I knew about learning and sharing through social media was from the iTDi Workshop in February 2013. I met some great English teachers from other countries such as Barbara Hoskins Sakamoto, Chuck Sandy, Eric Kane, Yitzha Sheila Sarwono, Adi Cerman and Karl Millsom. Yitzha is the first person who introduced me to the PLN; then I met you, Vicky Loras. I learned a lot from you. Then, I fell in love with social media and I made more new friends after that.
Vicky: Thank you so much, Ika – I really appreciate your kind words and I am very happy we have connected! Moving on to conferences now. You are presenting at a conference in Indonesia very soon. Would you like to tell us what your talk will be about and what you are looking forward to?
Ika: You are right, Vicky. At the end of this month I am having a group presentation at The TEFLIN Conference at University of Indonesia with Nina Septina and Budi Azhari Lubis (both of them are ELTs and my friends in the iTDi Community). We will be guided by Barbara Hoskins Sakamoto. It’s my first time for me to join this kind of conference. It’s challenging for me. My short talk will be about my personal development as an English teacher after I joined iTDi Community.
Vicky: Where do you get your inspiration for your teaching and your talks?
Ika: All of my ELT friends at iTDi Community, my ELT friends from the social media and also all of my students in my school and my students at the social media are my big inspiration for my teaching and my talks.
Vicky: What is your dream for the future?
Ika: In the future, I have some dreams which I have to pursue. The first, I want to learn more seriously about teaching – learning in order to be a better teacher. The second, I want to join seminars in other countries and meet all of my ELT friends in this social media. The last, I want to build a Free English School in my home village.
Vicky: They all sound amazing plans, and your last plan sounds wonderful too. I hope they all come true! And to close this interview, what would you like to tell all the educators reading your interview?
Ika: To all the educators who reading my interview, I just want to tell you something:
“ Teach with your heart and soul.”
Vicky: Thank you so much, Ika! I hope we meet each other in person soon.
Ika: You are always welcome dear Vicky. I hope so. I am looking forward to meeting you in person, too. Thank you for all the readers.
It is an honour to host once again on my blog: Dimitris Primalis. A huge thank you to Dimitris!
Dimitris Primalis has been teaching EFL for 20 years. His experience covers a wide range of groups including young learners, teenagers, adults and exam prep classes. He has written 5 test books for Macmillan and works at Doukas, a Microsoft Mentor School in Athens, Greece. Dimitris and Chryssanthe Sotiriou won the 2013 IATEFL Learning Technologies SIG scholarship.
Teachers by definition are asked to bridge social, racial and cognitive gaps. Yet, creating gap activities can help students bridge communication gaps and develop their speaking and writing skills primarily as well as listening and reading (depending on the activity). Technology can revive this old technique whilst developing 21st century skills like the “C”s (creativity, collaboration, critical thinking and communication). In the context of flipped classroom and using a Learning Management System (LMS), such activities can be used even more efficiently by assigning watching, reading or listening at home. Thus, classroom time can be exploited for more language production as you will read below.
What exactly are information gap activities?
According to wikipedia: “An information gap task is a technique in language teaching where students are missing information necessary to complete a task or solve a problem, and must communicate with their classmates to fill in the gaps.It is often used in communicative language teaching and task-based language learning. Information gap tasks are contrasted with opinion gap tasks, in which all information is shared at the start of the activity, and learners give their own opinions on the information given.”
Why try them in class?
1. motivate learners to use language meaningfully by sharing info in order to solve a problem
2. require collaboration through pair or groupwork
3. are open ended and there is no correct or incorrect answer
4. encourage creativity by stimulating students’ imagination
5. involve students and urge them to communicate with peers in L2 so that they can bridge the gap
6. integrate skills (a combination of speaking, writing, reading and/or listening depending on the task)
1. Split viewing/listening for speaking/writing activity
Choose a video that narrates a story. Divide the class into two groups: the viewers and listeners. Ensure that the latter are your audio type learners or the ones whose listening skills are developed. In the former group include the visual types as well as the weakest students.
Give viewers a couple of key words. Ask them to leave the classroom and try to anticipate what the story is about.
Listeners listen to the narration/dialogue and the sounds (unplug the IWB so that there is no picture) and take notes.
Then listeners go outside, share notes and exchange ideas on what the story is about.
Viewers come into the classroom and watch (sound off) taking notes. Allow them a couple of minutes to exchange notes and ideas.
Invite listeners into the class and ask them to form pairs or groups with viewers. Each pair or group should have at least one listener and one viewer. Ask them to join forces, compare notes and try to come up with the story. The only rule is that they will have to use L2 throughout the activity. This can be a speaking activity or depending on the time available, it can be a group writing activity.
Each group reports to class their version. As follow-up students have to write the rest of the story.
I have tried it with an old black and white film “Rebecca” ( 01:34-03:56) has stimulated students interest and inspired them to produce interesting stories. The viewers saw the man ready to jump but the listener heard the woman’s voice shouting “No…Stop!!!”
1. Let the director of studies know beforehand that student groups will be outside the classroom for brief periods of time. Alternatively, do the activity with another colleague so you can have listeners in your classroom and she can have viewers in hers or vice versa.
2. Stop viewing or listening when suspense heightens. It does not have to be at the same point.
3. If the film or video is based on literature, ask students to read the next chapter of the book/reader to find out what happened next.
Flipped classroom: if there is a LMS or a wiki, you can upload the mute version of the video and the audio version in mp3 form and ask students to do watch/listen (depending on the group they are in) and take notes. This saves time for more communication and interaction in class.
In the second part of the post you can read about jigsaw reading.
Thousands and thousands of educators around the world use Facebook to connect with others around the world. Some have two Facebook accounts – one for personal use and one for professional. Some can balance the two in one account.
To be honest, I had had a Twitter account for three years and flatly refused to open a Facebook account. It was not that I found anything intimidating about it – I just thought of it as just another distraction. Why open a Facebook account when I can already connect to educators via Twitter? [Now, this isn’t a comparison post between the two. One works for some, the other works for others, some educators (like myself now) use both in different ways.]
Until my Facebook mentor, James Taylor (as I like to call him!) explained it to me in detail – the advantages and disadvantages of it, the uses and so on. What did I find great about it in the end?
First of all, if it works for you (like it eventually did for me), it can be a super tool for professional development. It allows you to connect with educators all around the world – you can read their profiles, see who they are connected to and adjust your saftey settings, if you do not want just anyone friend you/ You can approve all the people though.
What I really like about Facebook is that it is very visual. You can see photos right away, add links and anything you like. It is very colourful and pleasant to read, most of the times.
There is no word or character limit (the character limit on Twitter can be a bit of an issue) – however, I find you can write as much as you like, but again, being laconic (as much as possible) can be an asset.
I absolutely love the fact that you can join groups related to topics that interest you. You can hold chats there, post relative links and photos, they can become great communities to share and learn!
Another thing I like are pages. I have pages related to my new business, where I can post information, new events and developments and the people who have ‘liked’ my page can always get updates. Similarly, I can get updates on the pages of others I have also ‘liked’.
There are surely so many other uses for Facebook for teachers and I am still learning – feel free to link any posts you have written or leave more ideas in the comments below.
Note (23.08.2015): As of two weeks ago, I no longer use Facebook – no issue with it, but I realised that with work and studies getting busier and busier, something needed to go. It is up to each educator, to choose which one(s) they will be using and for how long! It is enough even on one social medium, or five minutes on one selectively – we can always learn anywhere!